Label the ends as external
<----------------> internal and explain both ends of the spectrum

Add a scale to the
spectrum and invite students to come up and place a mark on the board,
so that the distribution of class scores is visible but the process is
fairly
anonymous (e.g., try to have several markers available so there's a
crowd at the board rather than individuals one at a time being watched).
Optional: Ask participants to initial their score - this helps them to
own their score without necessarily giving away their identity
(depends how well they know one another)

Caution the class about
overly simplistic interpretations and emphasise that when discussing
psychological constructs such as LOC its important to avoid valenced
interpretation (i.e., good vs. bad):

In general, a more
internal locus of control seems to advantageous, but this is not
always the case, for example, for external locus of control people
tend to cope better with terminal illness.

Very high locus of
control particularly, if not accompanied by real life skills, can
contribute to anxiety problems.

Present major group
differences - i.e., males more internal than females, people get more
internal as they get older and ask students to explain these findings.

Ask students for ways they
can suggest for changing someone's locus of control towards
internality. Some psycho-educational programs are effective in
shifting people towards a more internal locus of control.